Adolescent Case Intervention Analysis: Case Study of Jasmine
PSY FPX 6015 Assessment 3 Jasmine is a 17-year-old Chinese American who immigrated from China to the United States two years back. She lives in Oregon and goes to public school and is the youngest child, the new girl in the class, and struggling with the English language. Not only is she the sole minority in the class but also gets bullied frequently by classmates. So her academic performance falters but forming positive social relationships with the other students. Her classroom teacher frequently bullies Jasmine, although when separated from the other children, he treats her nicely.
Jasmine has to be placed in the resource room for help because of being frustrated and feeling lost within her classroom. Jasmine is experiencing depression and usually doesn’t express this feeling. She fears her parents will not get it. Jasmine also is having suicidal ideation of hoping that she does not exist. She feels that she is the sole Chinese-American among all her acquaintances. This is challenging because she needs to abide by her parents’ religious practices. The kids surrounding her stare at her and make fun of her on social media.
Development
Psychological and sociological theorists use an effective lens for development across the lifespan through which growth and development in a person can be studied adequately. The child during conception should be a citizen who is obedient and loyal and contributes to making society a better place by way of their quality of work and learning (Broderick & Belwitt, 2020). The Lifespan Development Theory provides an opportunity that monitors and examines the developmental patterns, learning, socialization, and development and in any way in which the patterns can be improved.
There are many aspects of the lifespan development of a human that is unexplored or mysterious. One of the most controversial aspects of human development in adolescence is that it undergoes profound physiological and emotional changes. Success in managing life as a young adult will be possible if there is effective intentional self-regulation. Adolescents fail if they cannot adjust to any of the changing conditions of their social performance.
Psychological Theories Related to Case
Erik Erikson’s 8 Stages of Development
PSY FPX 6015 Assessment 3 All of the theories can be applied to Jasmine’s case study, but some are essential. The first is Jasmine’s age; it strictly aligns with how she feels currently and Erik Erikson’s 8 Stages of Development— it is not uncommon for teenagers of her age to be going through identity- and role confusion. The second theoretical framework to be used in this case study is the Cultural-Historical Psychology approach (Society for the Psychological Study of Ethnic Minority Issues, & Educational Publishing Foundation, 2000).
The 8 Stages Theory of Psychological Development classifies individuals on the basis of age to determine the individual’s developmental stage. The “adolescent” stage, to which Jasmine belongs, is 12-18 years of age (J.J. Thompson, 2021). The central conflict in the adolescent phase is Identity vs. Role Confusion (J.J. Thompson, 2021). Jasmine should form an identity in either a profession, sex roles, politics, or religion. Peer relationships are the central event in her development, and Jasmine’s peer relationships are negative (Pond, 2017).
Cultural Psychology
The second theoretical concept is Cultural Psychology, which emerged in the 1920s through Lev Vygotsky and later elaborated upon by his students (Wagoner et al., 2014). It concerned itself with cultural aspects that pass down through generations. Cultural Psychology concerns itself with the ways local culture influences psychological processes (Wagoner et al., 2014). Culture molds people, and people mold their culture. In this case, Jasmine feels that she does not belong due to the cultural beliefs of the people around her. Biases make her feel different or that she does not belong. The cultural theory also accounts for her symptoms of depression (Society for the Psychological Study of Ethnic Minority Issues, & Educational Publishing Foundation, 2000).
Presenting Challenges
The early adolescent stages possess different traits which are distinct from the remainder of adolescent lifespan growth. At early adolescence, an individual will test their values and beliefs. At early adolescence, the central conflict between affliction and abandThe second theoretical concept is Cultural Psychology, which emerged in the 1920s through Lev Vygotsky and later elaborated upon by his students (Wagoner et al., 2014). It concerned itself with cultural aspects that pass down through generations. Cultural Psychology concerns itself with the ways local culture influences psychological processes (Wagoner et al., 2014). Culture molds people, and people mold their culture. In this case, Jasmine feels that she does not belong due to the cultural beliefs of the people around her. Biases make her feel different or that she does not belong. The cultural theory also accounts for her symptoms of depression (Society for the Psychological Study of Ethnic Minority Issues, & Educational Publishing Foundation, 2000).
Primary Issues
Jasmine has faced a lot of issues she has faced since the time he has been staying here and among the major issues is her new environment and the lack of autonomous self-regulation. Most aspects construct self-regulation and are complex, in the sense that the individual will have enough ability to set and achieve his or her goals (Broderick & Belwitt, 2020). There is a requirement for self-regulation that is evident in which only adolescents with high levels of independent self-regulation will form. Having effective relationships that involve many levels of social and cultural contexts in which there is development. One of the problems with weak self-regulation is compounded when peer attachments are absent especially, when peer relationships are the archetypal setting for the adolescents” identity development (Broderick & Belwitt, 2020).
Finally, the ethnicity greatly affects Jasmine’s identity and development at this age. In this multiculture world Jasmine experiences the tensions in between the natural aspiration for autonomy and the cultural setting in which she resides. As per Ngai et al. (2018), Chinese Americans will be in accordance with the mindset of their parent at each stage of life, which may deny her the opportunity to join and get involved inter-personally with her peers. She is now at a diffusion stage where she has low levels of autonomy, identity, and self-esteem prevailing. The lack of effective peer relations will also debar her from gaining autonomous self-regulation. All these have created a setting for Jasmine, which begins to lead to depression for her (Broderick & Belwitt, 2020).
Learning Evaluation and Intervention
Donovan et al. (2013) examined whether self-identity, confusion, and ethnic identity mediate or moderate the link between perceived discrimination and depressive symptoms. The researchers examined eight ethnic-generational groups. Donovan et al. (2013) used a sample of 9665 students. The researchers gave the survey. Levels of perceived discrimination and ethnic identity varied in all the groups. Donovan et al. (2013) found that ethnic identity and identity confusion did not act as mediators of the perceived discrimination. Identity confusion, however, partially mediated between non-immigrant and immigrant Hispanic and white European Americans (Donovan et al., 2013).
Demir et al. (2010) sought to investigate the relationship between sense of identity and depression among a group of adolescents. They used 31 adolescent depressive participants and 31 control participants. The participants were evaluated using sense of Identity Assessment Form and Hamilton Depression Rating Scale. Reassessment was done for the depressed participants after eighth weeks of antidepressant treatment. Higher senses of identity over baseline were observed in the depressed adolescents when compared to control group. Demir et al. (2010) concluded that there were significant positive correlations between sense of identity, depression, and anxiety scores. Remitters and non-remitters were predictably differentiated from the identity scale assessment changes in scores. These results are significant as they indicate a relationship between depression and identity-confused adolescents (Demir et al., 2010).
PSY FPX 6015 Assessment 3 Adolescent Case Intervention Analysis
Zisk et al. (2019) utilized a study to determine the significance of parent-teen communication in depressed and suicidal adolescents. A total of 253 teens were screened for eligibility, and utilized a total sample of 129 depressed or suicidal teens aged 12-18 who were randomly assigned to attachment-based family therapy or family-enhanced nondirective support therapy. Parents and teens were taped prior to the treatment during a 10-minute conflict discussion. Half of the sample received attachment-based family therapy (ABFT) and the remaining half family-enhanced non-directive support therapy (FE-NST). ABFT is a 16-week intervention that promotes conflict between the caregiver and the adolescent who might be causing turmoil in the adolescent. ABFT involves 5 tasks in which parent and the individual are treated together with follow-up individual sessions. FE-NST is an individual treatment based on supportive relationship treatment manual, it is an individual therapy treatment.
During this treatment, a therapist reflective listens, empathizes and delivers statements that have the potential of bringing a novel insight to the adolescent. Teens with uncooperative parent communications when they participated in a 10-minute argument discussion or whose parents have trouble maintaining cooperative communications with them showed larger decreases in depression symptoms and are likely to benefit from such treatments. Adolescents from traditionally underserved households also showed greater reductions within these treatments. The benefit of family-supportive therapy, as determined by Zisk et al.’s (2019) results, is something that can be especially beneficial to underserved families (Zisk et al., 2019).
PSY FPX 6015 Assessment 3 Adolescent Case Intervention Analysis
Yang et al. (2020) contrasted dialectical behavior group therapy (DBT) with supportive group therapy skills to minimize suicidal risks and depressive symptoms. Yang et al. (2020) used 97 suicidal participants who were randomly assigned to a DBT group skills training or supportive group therapy. 244 students were interviewed; 189 out of those 244 had severe depression. 97 students were consented to participate in the study. DBT consisted of treatment modules: phone-coaching, acceptance-oriented skills, mindfulness, distress tolerance, emotional regulation, and interpersonal effectiveness.
On the other hand, supportive group therapy had two modules that aim to improve interpersonal effectiveness and affect regulation skills. Postintervention treatments were offered to the participants following the intervention. The students were asked to rate on a scale of 1-10 if the intervention was helpful or not. Suicidal thoughts, hopelessness, and psychopathology measurement generally decreased both in the intervention groups. A 6-month follow-up from the researchers with the participants took place. At 6-month follow-up, the patients who underwent DBT sustained intervention effects more than the supportive group. This study reports that there are various alternatives of group therapy that effectively manage depressive symptoms (Yang et al., 2020).
These findings reflect the right alternative solutions to the case study of Jasmine. According to Zisk et al. (2019) family therapy will reduce symptoms of depression in a person struggling with family members to a great extent. More specifically, Jasmine is to stick to her family religious beliefs and this makes her unique from other individuals, if only she could speak with her parents about these issues, her identity conflict can cease to exist. This would be the best option for this teenager although Yang et al. (2020) is an alternative choice if parents are unwilling to become involved.
Jasmine’s Case Study in Relation to Psychedelic Therapy
As was stated in the earlier paper it is difficult to relate psychedelic therapy to young people or youth on an age basis. This case study indicates that Jasmine is depressed. I made the case study 17 years old so that Jasmine would fit within the age parameters of psychedelic therapy, that would be acceptable. Given that psychedelic therapy is a developing field of study there is no such age restriction, but at the lower end it is difficult to say where it may not be acceptable to utilize psychedelic therapy. For this example, I will assume Jasmine to be of age as she is a young adult.
The most common theme across the psilocybin for depression literature is that after psilocybin administration, many patients reduce depressive symptoms. Davis et al. (2021), whose objective was to determine the effect of psilocybin on major depressive disorder, concluded this. Other studies that reported the same finding were Carhart-Harris et al. (2017) and Carhart-Harris et al. (2021) after giving psilocybin to patients with treatment-resistant depression and comparing psilocybin with escitalopram. Davis et al. (2021) and Carhart-Harris et al. (2021) also determined that psilocybin produced a quick, long-term antidepressant effect. PSY FPX 6015 Assessment 3 Adolescent Case Intervention Analysis
PSY FPX 6015 Assessment 3 Adolescent Case Intervention Analysis
The other approach is the theme of connectedness in psychedelic studies like, Forstmann, et al. (2020) suggested that social connectedness and transformative experience mediate psilocybin and other psychedelic-induced mood-boosting in a naturalistic setting. The study was significant as it shows that psilocybin and other psychedelic-induced experiences in a naturalistic setting are associated with feelings of personal transformation, increased social feelings of connectedness, and greater positive mood.
Use of psilocybin as therapy for Jasmine’s condition of depression and low connectedness would fall under my area of expertise. Psilocybin is a powerful intervention to be used alongside therapy for solid and lasting outcomes for a patient.
Conclusion
Theories proposed for lifespan development explain and interpret the quality of human psychological and social functioning. Jasmine faced many issues and might still be experiencing the lack of intentional self-regulation. People need to learn self-regulation during early adolescence so that they can succeed. There are social and cultural contexts that one can only navigate successfully with the use of self-regulation as one advances. The interventions mentioned in this paper will help Jasmine facilitate integration into the new cultural environment to which she now belongs, which may boost her self-esteem and lower her depression levels.
References
Broderick, P. C., & Blewitt, P. (2020). The Life Span: Human Development for Helping Professionals. Pearson Education, Inc.
Carhart-Harris, R. L., Roseman, L., Bolstridge, M., Demetriou, L., Pannekoek, J. N., Wall, M. B., Tanner, M., Kaelen, M., McGonigle, J., Murphy, K., Leech, R., Curran, H. V., & Nutt, D. J. (2017). Psilocybin for treatment-resistant depression: FMRI-measured brain mechanisms. Scientific Reports, 7(1), 13187-11. https://doi.org/10.1038/s41598-017-13282-7
Davis, A. K., Barrett, F. S., May, D. G., Cosimano, M. P., Sepeda, N. D., Johnson, M. W., Finan, P. H., & Griffiths, R. R. (2021). Effects of psilocybin-assisted therapy on major depressive disorder: A randomized clinical trial. JAMA Psychiatry (Chicago, Ill.), 78(5), 481-489.https://doi.org/10.1001/jamapsychiatry.2020.3285
Demir, B.,PostalCodesTurkeyKaynak-Demir, H., & Sönmez, E. I. (2010). Sense of identity and depression in adolescents. Turkish Journal of Pediatrics, 52(1), 68-72.
PSY FPX 6015 Assessment 3 Adolescent Case Intervention Analysis
Donovan, R. A., Huynh, Q., Park, I. J. K., Kim, S. Y., Lee, R. M., & Robertson, E. (2013). Relationships among identity, perceived discrimination, and depressive symptoms in eight ethnic-generational groups. Journal of Clinical Psychology, 69(4), 397-414.https://doi.org/10.1002/jclp.21936
Thompson, M. J. J. (2021). Piaget’s stages of cognitive development and Erikson’s stages of Psychosocial Development. Child and Adolescent Mental Health, 55–59.https://doi.org/10.4324/9781003083139-10
Ngai, S. S., Xie, L., Ng, Y., & Ngai, H. (2018). The effects of parenting behavior on prosocial behavior of Chinese adolescents in Hong Kong. Children and Youth Services Review, 87, 154-162. https://doi.org/10.1016/j.childyouth.2018.02.030
Pond, J. (2017). Treading water: Considering adolescent characters in moratorium. Children’s Literature in Education, 49(2), 87-100. https://doi.org/10.1007/s10583-017-9312-z
Society for the Psychological Study of Ethnic Minority Issues, & Educational Publishing Foundation. (2000). Cultural diversity & ethnic minority psychology. Cultural Diversity & Ethnic Minority Psychology.
Wagoner, B., Chaudhary, N., & Hviid, P. (2014). Cultural psychology and its future: Complementarity in a new key. Information Age Publishing.
Yang X., Liu D., Wang Y., Chen Y., Chen W., Yang C., Zhang P., Ding S., Zhang X. (2020). Effectiveness of Zhong-Yong thinking based dialectical behavior therapy group skills training versus supportive group therapy for decreasing suicidal risk in Chinese young adults: A randomized controlled trial with a 6-month follow-up. Brain Behav., 10(6), e01621. doi: 10.1002/brb3.1621.
Zisk A., Abbott C. H., Bounoua N., Diamond G. S., Kobak R. (2019). Parent-teen communication predicts treatment benefit for depressed and suicidal adolescents. J Consult Clin Psychol, 87(12), 1137-1148.https://doi.org/10.1016/j.childyouth.2018.02.030
